Creativity in the Primary Curriculum. Planned in collaboration with the Open University, the University of Exeter, and the BERA Creativity SIG, the seminar seeks to explore cutting-edge research which considers both teaching creatively and teaching for creativity in the primary phase both within and beyond the classroom.

I talked about the need for creativity in today’s society, and the importance of innovation to the society and the economy. And then, I drew on creativity research, and learning sciences research, to give some practical advice for how to design classrooms that foster creative learning. It was great to be in front of a group of early childhood educators, because in my first research project, I studied creativity in children’s pretend play.

It was an exhausting trip! But it was so stimulating to meet others who believe in the power of collaboration and creativity to drive learning.

On the fourth stop of my European tour 2015, I gave the annual CREET lecture at the Open University. The room was full of brilliant colleagues that I very much respect. So I used the opportunity to report on a very new analysis I’m now doing, using a new data set, on creativity and learning. I was hoping for suggestions and feedback–I believe in the power of collaboration! So I was delighted that we had a great discussion afterwards.

In the afternoon, I did a smaller workshop on the methodology I use to study group creativity; it’s called “interaction analysis.” It’s a way to analyze large data sets of transcribed talk, and that’s exactly what I have from this new project: about 75 hours of transcribed interviews and classroom observations. In a two-hour workshop, I only had time to show about ten minutes of videotape; we spent the whole two hours talking about those ten minutes. (That’s what happens when you get a group of researchers together!) So you can see that 75 hours is a massive amount of conversational data. Making sense of it has taken me a few years already, and probably will require a couple more years to finish.

A team of education experts at the Open University (UK), led by Professor Mike Sharples, have identified “ten innovations that are already in currency but have not yet had a profound influence on education” in this new report. Of course, you can find similar lists in just about every business magazine and newspaper, but what’s different about this report is that it’s been generated by researchers working at the cutting edge of both technology and learning sciences research. It’s a must read for teachers, academics, and policy makers–anyone who cares about how schools and learning will change over the next ten years. Here are quick summaries of their ten predictions:

Massive open social learning. Imagine MOOCs but with their power multiplied by social network effects.

Learning design informed by analytics. Design and analytics work together to support the development of successful learning and teaching. (If you find this interesting, you have to read the new chapter on learning analytics in the just-published Cambridge Handbook of the Learning Sciences, Second Edition, by the leading experts on this topic: Ryan Baker and George Siemens.)

Flipped classrooms. At home, or in individual study time, students watch video lectures that offer them opportunities to work at their own pace, pausing to make notes where necessary. This allows time in class to be spent on activities that exercise critical thinking, with the teacher guiding students in creative exploration of the topics they are studying.

Bring your own devices. Teachers become managers of technology-enabled networked learners, rather than providers of resources and knowledge. This shift opens opportunities for connecting learning inside and outside the classroom. (Mike Sharples is the co-author, along with Professor Roy Pea of Stanford, in a chapter on Mobile Learning in the newly published Cambridge Handbook of the Learning Sciences, Second Edition).

Learning to learn. Web tools and activities such as reflective journals and concept mapping have been designed to support learning to learn, but these are rarely well integrated into a learner’s social world. There may be more value in adapting for wider use social research environments such as ResearchGate, or question-answering communities such as StackExchange and Quora.

Dynamic assessment. The assessor interacts with students during the testing phase of the process, identifying ways to overcome each person’s current learning difficulties. In the dynamic assessment process, assessment and intervention are inseparable.

Event based learning. Examples are the ‘maker fairs’ that gather together enthusiasts who are keen on do-it-yourself science, engineering and crafts projects, and the ‘Raspberry jams’ where fans of the Raspberry Pi computer meet up and share ideas. Local events spark national gatherings and these build into international festivals.

Learning through storytelling. Developing a narrative is part of a process of meaning making in which the narrator structures a series of events from a particular point of view in order to create a meaningful whole. Writing up an experiment, reporting on an inquiry, analyzing a period of history – these are all examples of narrative supporting learning.

Threshold concepts. A threshold concept is something that, when learnt, opens up a new way of thinking about a problem, a subject or the world. A challenging aspect of threshold concepts is that they often seem strange and unintuitive.

Bricolage. Bricolage is a practical process of learning through tinkering with materials. It is a fundamental process of children’s learning through play. It also forms a basis for creative innovation.

About

I’m a scientist who studies creativity. My latest book is ZIG ZAG: THE SURPRISING PATH TO GREATER CREATIVITY (Jossey Bass, 2013). Read this blog to learn about where creativity is happening, whether in business, culture, or technology.
Keep checking back; I promise a new post every week or so.Click here to follow me on Twitter:@drkeithsawyer